Promising Practices in Humanities PhD Professional Development

Lessons Learned from the 2016–2017 Next Generation Humanities PhD Consortium

SEPTEMBER 2017

Promising Practices in Humanities PhD Professional Development i Prepared by Maureen Terese McCarthy for the Council of Graduate Schools

ii Promising Practices in Humanities PhD Professional Development Introduction and Overview

he Next Generation Humanities Pathways are so varied and individual PhD grant program was that organizing options into coherent Tdesigned to provide funds to guidance can feel overwhelming, universities “to plan and implement both for faculty advisors and changes to graduate education that administrators hoping to provide will broaden the career preparation advice and to students. of a PhD student beyond a career in the academy” (NEH, 2016). The Next The 2016–2017 cohort of NEH Next Gen program addresses the need for Generation Humanities PhD grantees a robust network of public humanities took up the challenge of changing Locating the organizations and activities in the the narrative to value diverse career United States. To serve this need outcomes while providing the needed viability of in the long term, Next Gen targets supports to students. This cohort a persistent challenge in doctoral consists of 25 planning grantees, humanities PhDs education: programs are too often awarded funds for one year, and solely in a university designed to prepare students for only three implementation grantees, one career. Students are told, often awarded funds for three years. Every tenured position explicitly, that the only acceptable university engaged a team of leaders version of success is a tenure-track from across campus, often including is not promoting professorship at a high-intensive faculty, humanities and career center research university. This holds true staff, graduate deans and graduate intellectual rigor; across disciplines and institutions. program directors. They also reached it is crippling Although exceptions exist, this out to partners beyond the university, narrative dominates thinking about including alumni from PhD and societal health. the professional development of master’s programs and leaders of humanities doctoral students—often nearby companies, governmental to counterproductive effect. As one units, or cultural organizations. Next Gen campus notes, “locating the viability of humanities PhDs solely The Council of Graduate Schools in a university tenured position is (CGS) was asked by NEH to establish not promoting intellectual rigor; it the Next Generation Humanities PhD is crippling societal health” (Georgia Consortium (Next Gen Consortium), State University, 2017, p. 6). a collaborative learning community for the 28 Next Gen grantees. CGS A new moment is emerging, and was tasked with providing intellectual pathways beyond the professoriate leadership to this group and guiding are gaining visibility. However, when their mission to transform the culture “there is only one path to success” is of graduate education. CGS worked replaced with “you can do anything to ensure that each institution had with your degree,” students still the benefit of experience and existing lack the specific advice they need. resources as well as a network of

Promising Practices in Humanities PhD Professional Development 1 peers so individual grantees did not challenges and promising solutions labor in isolation. employed by grantee universities in pursuit of the larger goals of the grant The Next Gen Consortium was program. The recommendations constituted by CGS through a series in this section come directly from of digital and in-person activities, practices planned or implemented most of which were successful in by Next Gen programs in this first engaging consortium members, year. Part II, Emerging Strategies, disseminating relevant information, offers suggestions for additional and advancing consortium goals. considerations that might be included These activities included (but were in the design of Next Gen programs. not limited to) the development of These are based on what Next Gen private and public resource pages, grantees and other members of the monthly webinars, regular email humanities community felt were “newsletter” updates, ongoing social missing or could be strengthened in media discussion (#NextGenPhD), Next Gen projects in the next round. and outreach. An accompanying document, This report was written to help guide Humanities PhD Professional applicants to NEH Next Generation Development: History of Prior Humanities PhD grants, as well as any Work provides a history of prior campus team interested in pursuing work in humanities PhD professional the goals of the Next Gen program. development, and is intended to Part I, Lessons Learned, summarizes serve as an introduction to the field the common features of Next Gen for anyone interested in professional projects and outlines some of the development for humanities PhDs.

2 Promising Practices in Humanities PhD Professional Development PART I Lessons Learned

he 28 Next Gen teams an understanding of the public worked toward common value of the humanities throughout Tgoals within their own their graduate school experience. unique campus contexts. Their This section outlines common aims: to change cultures in features of the Next Gen planning humanities PhD programs to value and implementation grant projects, a range of careers for graduate shared challenges and concerns, and students and to integrate both promising strategies employed by professional development and Next Gen teams.

Summary features of Next Gen grants

PLANNING

The 25 Next Gen planning grantees spent the year developing a plan to spark transformative change on their campuses. In many cases this planning took the form of committee meetings, town halls, and other information-gathering activities such as surveys. However it was accomplished, gathering the input of multiple stakeholder groups (e.g., faculty, students, alumni, administrators, career services professionals, employers) was essential to Next Gen planning work.

Many of the 2016–2017 planning grantees, however, did not limit themselves to planning activities during the year. A large number of planning grantees also accomplished preliminary capacity building activities, such as:

 Creating a database of alumni contact information or careers  Developing off-campus partnerships and/or other internship infrastructure  Expanding institutional support beyond a core group of “champions”  Conducting site visits to other universities engaged in this work or inviting representatives from other universities to speak on their own campuses

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Promising Practices in Humanities PhD Professional Development 3 Summary features of Next Gen grants

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A few others went even further, and created support materials or held events. These included:

 Summer opportunities for graduate student development and support (University of Iowa, Lehigh University)

 A humanities Individual Development Plan (IDP) (University of Binghamton)  A podcast, Re(en)Vision PhD Podcast (UNC Chapel Hill)  A podcast on Careers in the Public Humanities (University of Rhode Island)  A paper-based PhD Careers packet to distribute to faculty (Penn State University)  A graduate certificate program in Digital Humanities (George State University)  A Humanities Clinic (Wayne State University)  A website linking to resources for students (University of Kentucky)  A day-long PhD careers conference (University of Binghamton)  Workshop series on PhD professional development (various)

IMPLEMENTATION

For the three Next Gen implementation grantees, 2016–2017 was year one of a three-year process. Although these implementation projects each boasts its own distinctive features, some generalizations can be made about how this first year was spent. Activities included:

 Building infrastructure such as staffing, curriculum, new administrative processes, and communication channels

 Working to expand institutional support beyond a core group of “champions,” clarifying roles

 Adjusting project plans based on new circumstances (e.g., University of Delaware was awarded $300,000 from the Luce Foundation to support related work)

 Piloting aspects of the grant project plans, e.g.:  Duke University initiated events, individual advising, and a blog for students, and incentivized curricular change within departments;

 The University of Chicago hosted “short courses,” workshops, and boot camps on career development topics tailored for humanities PhDs at different stages of their graduate student careers through its PATHS program;

 The University of Delaware launched a new recruiting process for its African American Public Humanities Initiative.

4 Promising Practices in Humanities PhD Professional Development Summary features of Next Gen grants Shared Challenges

hether engaged in planning  Honoring commitment to or implementation work, students to put them in the best Wthe Next Gen teams position for career success, no encountered similar challenges; this matter their chosen profession section briefly lists them. Although (including faculty) each issue was not necessarily encountered by every team, taken  Avoiding lengthening already-too- together they represent some of the long time to degree issues that may need to be taken into  Balancing skills training with consideration when beginning Next existing program features while Gen or related work. respecting students’ time

 Sparking transformative rather than  Valuing students’ time and incremental change understanding they may have limited financial resources (they  Understanding Next Gen work cannot and should not work in disciplinary, professional, for free) institutional, social, racial, economic, regional, national, and  Understanding students’ fear of global contexts seeming less dedicated to their research, or faculty and peer  Engaging faculty, students, and rejection if they express interest in external partners diverse career options  Disrupting siloed communities  Adapting to differences among  Providing information about and departments, attitudes, cultures opportunities to gain experience Financing internships or alternative in work environments outside  RA/TA models the university  Addressing timing and sequence  Stretching finite resources issues: revising admissions criteria  Assessing the impact of the before adding student supports or year’s work changing the culture, e.g.

Common concerns related to these Strategies employed by the Next Gen challenges: teams to address these challenges and advance the goals of the program  Ensuring maintenance of scholarly are discussed in more detail in the and disciplinary rigor of programs following section. and student work

Promising Practices in Humanities PhD Professional Development 5 Solutions and Strategies

onsortium members  Exam and dissertations were tasked with sparking requirements transformative change on C  Pedagogical training for PhD their campuses—a complicated and students difficult goal, especially considering the challenges listed above.  Student support services Campuses introduced reforms and  Shortening (or not adding to) time developed new initiatives at the to degree levels of the department or program, graduate school, university, and the  Doctoral (learning) outcomes larger community. Because program  Alumni engagement, celebrating or departmental culture consists of alumni success the sum of many moving parts, most campuses found it beneficial to look No one Next Gen project addressed The key here is not at programs holistically rather than everything in the above list, but to add distraction piecemeal. As Fordham University certainly these aspects of doctoral notes, “The key here is not to add programs intersect and affect each and overwhelm the distraction and overwhelm the course other. It can beneficial to take a step of study, but to offer a diverse set of back and think about how these course of study, but experiences that sets students up for aspects fit together, and how they greater career diversity” (Badowska function within larger contexts. to offer a diverse et al., 2017, p. 7). Next Gen teams Georgia State University (2017, p. 8) set of experiences variously took up the challenge presents one way of approaching to rethink: this challenge:

that sets students  Administrative structures such as We can (and should and will) create up for greater program review and tenure and internships, improve curricula, and promotion criteria reconsider admissions policies, but we also need to address how career diversity.  Funding models, both for students the professional structures of our and for programs disciplines directly affect the grad  Doctoral recruitment and students we are training regardless admissions of their career trajectory. Whether we mean to or not, our frustrations,  Integrating professional skills into fear, choices, and complacency coursework affect their education and model  Engagement with local, regional, what we do and do not value. national, and international Practically speaking, no one- networks year project can be expected to  Opportunities for gaining off- accomplish the lofty goals set by this campus professional experience, big-picture thinking. However, as with integrating this experience any complex project, much progress with research can be made by taking one step at a time. After this initial year of the Next

6 Promising Practices in Humanities PhD Professional Development Gen grant program, the following are order not to replicate the discursive offered as promising practices: divide that characterizes many of the conversations about non-ac, alt-ac,  Carefully choose vocabulary and and/or post-ac career pathways. framing to support your goals Language is a fundamental part of  Actively listen to and engage culture; consequently, if we are trying important voices to encourage culture change, how we talk about these issues matters.”  Communicate Through the course of the Next  Remove administrative roadblocks Gen project, CGS compiled a list of suggestions for more inclusive  Develop strategies for stretching language that academics could use your resources to talk about humanities careers with This section describes some their PhD students and alumni (Table 1 practical strategies for implementing on page 9). these practices. One promising strategy is the simple Carefully choose and powerful gesture of naming and vocabulary and framing to recognizing successes of alumni support your goals beyond the academy and of students doing public humanities work, Humanists understand that language producing dissertations in innovative matters. The vocabulary we use rests formats, asking interdisciplinary Language is a on assumptions and implicitly frames questions. fundamental situations. Even the most committed PhD career diversity advocates Additionally, institutions do well part of culture; sometimes slip into a binary mode when they recognize that the same of thinking about academic vs. attributes and skills that will help a consequently, if nonacademic careers. This is person succeed in academia are also particularly challenging because valuable in a variety of professional we are trying to most graduate students and faculty contexts. Professional development encourage culture DO continue to think of careers as does not need to be tracked into either falling into the categories of “future faculty” or “nonacademic”; change, how we talk professoriate or some alternative. professional development defined However, it is important to remember broadly should benefit all students, about these issues that thinking of humanities PhD regardless of the entry point into careers as either an academic or a their careers. matters. non- is offering a false choice. True, sometimes individuals choose one or Actively listen to and engage the other, but many people move in important voices and out of jobs and across sectors. Academics are also consultants, Every Next Gen campus included activists, and administrators. faculty and students passionate Some academic fields (Business about the value of diverse humanities Communications, e.g.) already value careers as well as those who professional experience, and having conceptualize humanities doctoral it makes you a more competitive education as primarily preparation for candidate for an academic job down a tenure-track research faculty career. the line. It was important to understand, as Pennsylvania State University As Sarah Lyon (2017, p. 7) from the (2017, p. 4) reported, that often the University of Kentucky notes, “We changes required by the logic of the intentionally named our program Next Gen program “go to the very Careers beyond the Professoriate in heart of faculty self-identification.”

Promising Practices in Humanities PhD Professional Development 7 FIGURE 1 Inclusive language options for talking about humanities PhD careers*

Instead of . . . You could talk about . . .

The Profession Professional careers

Humanities careers

Academia (one possibility among many)

The job market Job markets

The academic job market (one possibility among many)

Nonacademic careers Careers beyond academia Alternative careers Pathways beyond the professoriate Non-professorial careers BGN careers (Business, Government, and Nonprofit)

Plan B Career of choice Backup options Broad options

Career diversity

Flexible career paths

Versatile humanists

Career horizons/pathways

Repertoire of possibilities

Networking Building (intellectual/professional) communities

Building connections

Building relationships

Job placement First position

First destination

Career entry point

PhDs as produced PhDs as earned

* There are innumerable ways to translate well-used language into more inclusive terms, and this should not be considered an exhaustive list. Please note that a number of these terms were coined by or are frequently used by others. For example, Sidonie Smith often uses the phrase “repertoire of possibilities,” and Patricia A. Matthew uses the phrase “building intellectual communities.” For thoughtful discussions of the term “alt-ac,” its history and continued utility, see Nowviskie (2012), Sayre et al. (2015) and Rogers (2013). The AHA champions many of these suggested terms and phrases through their Career Diversity initiative.

8 Promising Practices in Humanities PhD Professional Development Next Gen teams found that genuine, It was important to engage a diverse active listening both enriched their range of campus stakeholders program designs and helped them (including career services—even if to build goodwill for the goals of the they had previously primarily focused grant. Understanding and addressing on undergraduates), and especially individuals’ specific concerns paved important to hear from students. the way for collaboration. This was As Princeton University (2017, p. 3) essentially Step 1 for all the projects. reported in its white paper, “It was Some promising strategies included: particularly eye-opening to hear from the graduate students, and to  Engaging in formal and informal learn about the explicit and implicit conversations pressure not only from advisors/  Engaging one-on-one and in larger faculty, but about how beliefs and groups expectations about success are internalized and become a pervasive  Employing a vanguard of student In hindsight, we part of graduate student culture.” and faculty leaders/ambassadors Listening to the voices of those with might have also held  Engaging campus influencers the most at stake in this conversation enabled Next Gen teams to appreciate a large public event  Inviting “nonbelievers” to serve the complex context of their work. on committees, participate in prior to sending workshops, present To that end, on many Next Gen out the [graduate  Listening to staff with experience campuses, listening took the form developing professional of surveys of students and faculty. student] survey—for development programs or working Surveys provided a relatively low-cost, with employers anonymous method of information instance, a ‘listening collection. However, some campuses  Valuing the experience of alumni struggled to motivate students to session’ or ‘town and off-campus partners respond, possibly amid concerns hall’ just for graduate about anonymity. It may be that Some Next Gen teams began online surveys and in-person events their projects with more campus students in the could work better in conjunction. support than others, but in every Binghamton University experienced humanities—that case, bringing on-campus partners challenges with response rates to its into the Next Gen community was survey and offers this reflection, “In would have made some of the most important work of hindsight, we might have also held the grant. All Next Gen institutions the impact and a large public event prior to sending acknowledge that nothing will change out the [graduate student] survey— without broad-based support for importance of the for instance, a ‘listening session’ or the goals of the Next Gen program ‘town hall’ just for graduate students survey more visible. among the senior administration in the humanities—that would have and faculty. Specifically, “a strong made the impact and importance of relationship between faculty and the survey more visible” (Plassmann, senior administrators was essential,” 2017, p. 3). as Lehigh University found (Lay, 2017, p. 4). Engaging across and between The need to hear from and engage these two groups helped increase on-campus groups, however, needed both broad awareness and support to be balanced with incorporating of Next Gen goals and to address voices from beyond the campus disciplinary-specific concerns. community. These off-campus Other key campus constituencies, stakeholders (including business such as graduate students and staff partners, and alumni) provided (particularly from Career Services) knowledge of non-university cultures, were also identified as integral to job markets, and frameworks. Their Next Gen work. broader perspective, coupled with

Promising Practices in Humanities PhD Professional Development 9 their valuable professional networks, event to share the outcomes of their made these partners equally planning process with the broader important (See Develop external Fordham community. partnerships below). Because often faculty express anxiety Communicate about their limited knowledge of the career landscape beyond the Along with listening in good faith, academy, many Next Gen teams plan it was also important for Next Gen ongoing communication and learning project teams to push communication opportunities to help faculty feel more about their work. Project directors knowledgeable and comfortable on wanted their campus communities to this issue. Penn State University is feel informed about and involved in developing a “PhD careers packet” the work as it unfolded, rather than for faculty distribution that includes just rolling out recommendations information about local resources, at the end. Some strategies that national trends and campus data campuses employed: on PhD career outcomes, and preliminary reading. Faculty and  Holding open meetings/brown students alike may also benefit from bag lunches BRIGHT IDEA hearing from graduate students.  Pushing updates to departments The University of Rhode Island mused in retrospect: “An exclusively  Maintaining social media accounts, graduate student subcommittee with An exclusively webpages, or blogs the specific purpose of gathering graduate student  Making visible alternative and disseminating information to models (e.g., studio model from the program population at large, subcommittee with Architecture, case study model especially students not working on the specific purpose from Business, and rotation model the grant, would have been beneficial” from Medicine) (Evelyn, et al., 2017, p. 3).

of gathering and  Making visible different narratives Several Next Gen sites made an (especially narratives of success disseminating extra effort to bring the work of their from alumni and narratives of students and the work of the program unhappiness with status quo) information to the itself into the public sphere. For program population  Making available resources and example, the Lehigh University project communities to support learning director spoke about the impact of at large, especially and practice the grant at an event attended by US Congressman Charlie Dent. The students not In addition to these ongoing University of Iowa held open planning strategies, some campuses chose to meetings and documented their entire working on the host larger-scale events to engage Next Gen planning process on their grant, would have many groups at once and feature the website. This broader engagement importance of the program. These benefits both the individual campus been beneficial. events took different forms. Some program and the entire Next Gen campuses, such as the University of consortium. Iowa, hosted a series of symposia on topics such as the dissertation, Develop external the tweet, and the CV or resumé. partnerships Binghamton University held a day- long “Career Conference” with a Every single Next Gen grant proposal keynote address and workshops included a plan to engage external for students and faculty. Fordham partners. Often this was planned in University is planning a capstone conjunction with pursuing internship

10 Promising Practices in Humanities PhD Professional Development opportunities for students, but it academy are eager to reconnect with became clear quickly that these their doctoral institutions and help partners had more to offer. Off- students receive the support they campus leaders could offer new often feel they did not receive. perspective; they could explain the differences between academia and Remove administrative business, nonprofit, or government roadblocks work, and they understand what students need to know to be Sometimes, even when the successful. will exists to change program structures or milestones such as the Some Next Gen teams found this comprehensive exam or dissertation, process more complicated than administrative policies present others, and physical proximity often barriers. One main recommendation made a difference. Georgia State from the Next Gen project is to work University, for example, is located with graduate school administrators in the heart of Atlanta, GA, amid a to remove or change policies that bustling array of cultural institutions serve as barriers to change, e.g.: and industries. They found that  Allowing for the possibility for “businesses often need skills fostered interdisciplinary courses/cross BRIGHT IDEA in humanities graduate programs and listing courses/team teaching are enthusiastic about establishing connections” (Georgia State  Allowing for portfolios of work Circulate a University, 2017, p. 7). Conversely, to substitute for comprehensive Penn State, located in a small town exams white paper in a rural area, found that, even when  Allowing nonfaculty to serve the will exists, “it is really difficult to written for senior as mentors or on dissertation build relationships with institutions . . . committees administrators, when you are far away from them” (Pennsylvania State University, 2017,  Removing style requirements including the p. 6). This difficulty does not destine a that block innovative dissertation rural campus to isolation, but requires formats president and additional planning and creativity  Allowing co-authored dissertations to navigate. Promising alternatives provost. (with appropriate attribution, to physically proximal connections distinction of contributions) include opportunities hosted online or by committed alumni. Removing administrative roadblocks often involves strengthening the In addition to physical proximity, lines of communication between strength of connection to the administrators and faculty. Several institution mattered. For example, campuses engaged (or were led by) some campuses had existing their graduate or college deans or relationships with humanities PhD other senior administrators, but on alumni, or at the very least, the campuses where that was not the knowledge of who they were and case, keeping leadership apprised how to contact them. Others found of the goals, work, and progress of it necessary to begin building these the grants was essential. One idea, connections during the grant period. employed by Lehigh University, is Certainly, capitalizing on existing to circulate a white paper written relationships may allow Next Gen for senior administrators, including teams to reach their goals faster or the president and provost. Working find more advanced opportunities. In from the other end of the line, Penn many cases, however, even estranged State University urged their college alumni with careers beyond the dean to issue an official statement

Promising Practices in Humanities PhD Professional Development 11 outlining the college’s policies on A number of Next Gen campuses the equal weight given to alumni employed a humanities PhD student PhD employment beyond academia as a project manager and involved and tenure-track appointments them in the intellectual life of the in its departmental and tenure project. As Princeton University (2017, and promotion review processes. p. 2) reported, “Having a graduate Confusion about this policy had been student as a project manager was a point of concern, ad clarity has particularly beneficial: this was a the potential to greatly increase the learning opportunity for her, and at share of faculty willing to support the same time enabled a grad student the project. voice to be heard regularly and the student herself to be part of the Develop strategies for project leadership.” stretching your resources It may be worth taking the time to Ambitious goals often seem to inventory your PhD programs and demand ambitious budgets. Even translate what already happens into with support from NEH, many the Next Gen framework. Many institutions found themselves wishing aspects of humanities doctoral BRIGHT IDEA for more resources. Many of the programs may be worth preserving, innovations generated by Next Gen and faculty may even be surprised working groups (such as structured to realize how much professional Having a graduate internships) cost money. Next Gen training they already engage in. teams developed strategies for Similarly, on-campus expertise student as a stretching their dollars and building exists in the form of “alt-ac” staff in partnerships simultaneously. The centers, libraries, and student support project manager questions below can guide planning. services. Existing connections to alumni and employers (through the  What can you trade or provide was particularly business school, e.g.) may also be for free? beneficial: this was a capitalized upon.  Prestige Disciplinary societies such as the learning opportunity  Recognition for Next-Gen- Modern Language Association, for her, and at the related service in merit review or Tenure and Promotion files American Historical Association, and same time enabled American Philosophical Association  Editing/writing/consulting have already developed excellent a grad student services resources in the area of professional  How can you provide leadership development for diverse humanities voice to be heard opportunities for graduate PhD careers. The Graduate Career students? Consortium is in the process of regularly and the developing a free, digital, humanities  Can your Next Gen work be the student herself to be IDP (individual development plan), site of hands-on learning (e.g., PhD scheduled for release in fall 2017. part of the project students coordinating partnerships Be sure to take advantage of the with businesses, computer science resources the Next Gen project has leadership. students helping you build an app)? developed in this first year, including  Collaborate with other initiatives on a resource page, a review of prior campus with complementary goals work in humanities PhD professional (seek out STEM initiatives such development (Appendix A), and as NIH BEST in addition to other guidance on seeking external funding humanities initiatives) for Next Gen work.

 What existing infrastructure (on campus, online) might be used or adapted?

12 Promising Practices in Humanities PhD Professional Development PART II Emerging Strategies

his section offers suggestions could have some administrative for additional considerations responsibility throughout the student’s Tthat might be included in the career, perhaps signing academic design of Next Gen programs, based forms such as intent to proceed. This on what Next Gen grantees and idea is supported by lessons learned other members of the humanities from the first year of the Next Gen community felt were missing or could program. Fordham University, e.g., be strengthened in Next Gen projects determined that “more nimble and in the next round. diverse models” of mentorship are needed to fill this gap (Badowska, Considering alternative et al., 2017). mentorship structures A large body of research has shown Considering diversity that PhD students across fields, of experience institutions, and time shift their career aspirations away from the Humanities doctoral programs serve professoriate as they progress through diverse students with differing needs. their doctoral programs (Fuhrman, Even those students considered the Halme, O’Sullivan, & Lindstaedt, most “traditional” will likely experience 2011; Gibbs & Griffin, 2013; Gibbs, changes in life circumstances over McGready, Bennet & Griffin, 2014; the seven years that is the average Golde & Dore, 2001; Goldsmith, time-to-degree for a humanities PhD Presley, & Cooley, 2002; Goulden, (Humanities Indicators, 2014). In 2013, Frasch, Mason, 2009; Mason, 37% of humanities PhD recipients Goulden, Frasch, 2009; Monk, Foote, were over the age of 35 (Humanities & Schlemper, 2012; National Research Indicators, 2016), and therefore Council, 2012; Sauermann and likely to have prior professional work Roach, 2012). In order to anticipate experience or family obligations that this shift and support students’ affect how they approach their career consideration of diverse careers from decisions. Additionally, students from the beginning of their graduate school traditionally underrepresented groups process, institutions should consider such as racial/ethnic minorities, assigning nonacademic mentors. LGBTQ students, parents and other These roles would ideally be filled caregivers, or students with disabilities by “alt-ac” professionals on campus or high levels of relative debt may (in administration, the library, or a each have unique professional humanities center, e.g.), but also may development needs and limitations include committed alumni. To give on how they can participate in certain them some authority, these mentors activities such as internships.

Promising Practices in Humanities PhD Professional Development 13 Reflecting on how your project could term. The president of a community incorporate graduate students’ diverse college is often the key contact perspectives could help strengthen person for establishing these kinds of the quality of your application. connections. Considering how to include all their humanities graduate students, Including master’s degrees regardless of lived experience, will enable you to plan for more impactful Some consortium institutions felt a programs from the very beginning of somewhat arbitrary line was drawn the process. between master’s and PhD degree candidates. Smaller institutions Including community especially found that master’s colleges students also participated in and benefitted from many of the same Community colleges represent sites activities, programs, and changes in of largely untapped potential for graduate program structure as the collaboration. They can both serve doctoral students, and that it was as sites for professional development more efficient to include them in opportunities for humanities PhD practice. For example, Georgia State students and as facilitators of University (2017, p. 5) writes about connections with regional businesses. humanities MA programs in their In return, graduate programs can white paper, “we have realized how help community colleges better much we can learn from these other prepare their students to pursue programs, and how they could benefit graduate education in the long- from the work we are doing.”

14 Promising Practices in Humanities PhD Professional Development Works Cited

Badowska, E., McGowan, M., Labonte, M., Sabalis, S. (2017). The Next Generation PhD Planning Grant white paper: The Living Humanities PhD for the 21st Century. Fuhrman, C. N., Halme, D. G., O’Sullivan, P. S. & Lindstaedt, B. (2011, Fall). Improving graduate education to support a branching career pipieline: Recommendations based on a survey of doctoral students in the basic biomedical sciences. CBE—Life Sciences Education. 10: 239–249. Georgia State University. (2017). Georgia State University Next Generation Humanities PhD white paper. Gibbs, Jr., K. D. & Griffin, K. A. (2013). What do I want to be with my PhD? The roles of personal values and structural dynamics in shaping the career interests of recent biomedical science PhD graduates. CBE 12 (4), pp. 711–723. Retrieved from http:// www.lifescied.org/content/12/4/711.full Gibbs, Jr. K. D., McGready, J., Bennet, J., & Griffin, K. (2014, December 10). Biomedical science Ph.D. career interest patterns by race/ethnicity and gender. PLOS ONE 9(12). Doi: 10.1371/jounralpone.0114736. Retrieved from http://www. plosone.org/article/fetchObject.action?uri=info%3Adoi%2F10.1371%2Fjournal. pone.0114736&representation=PDF Golde, Chris M.; Dore, Timothy M. (2001) At cross purposes: What the experiences of today’s doctoral students reveal about doctoral education. Retrieved from http:// www.phd-survey.org/report%20final.pdf Goldsmith, S.S., Presley, J.B. & Cooley, E.A. (2002). National science foundation graduate research fellowship program: Final evaluation report. WestEd Evaluation Research Program. Retrieved from http://www.nsf.gov/pubs/2002/nsf02080/ start.htm. Goulden, M., Frasch, K., Mason, M. A. (2009, November 10). Staying competitive: Patching America’s leaky pipeline in the sciences. Washington, D.C. and Berkeley, CA: Center for American Progress and Berkeley Center on Health, Economic, & Family Security. Retrieved from http://www.americanprogress.org/wp-content/ uploads/issues/2009/11/pdf/women_and_sciences.pdf Evelyn, K., Hall, M., Silva, B. L., Watts, K. (2017). University of Rhode Island, Humanities at Large: Next Generation Humanities PhD planning grant white paper. Humanities Indicators. (2017, forthcoming). Advanced degrees in the humanities: Findings and trends. Cambridge, MA: American Academy of Arts and Sciences. Personal communication from Robert B. Townsend. Humanities Indicators. (2016). The Age of New Humanities Ph.D.’s: Findings and trends. Cambridge, MA: American Academy of Arts and Sciences. Indicator II- 16g. Retrieved from http://www.humanitiesindicators.org/content/indicatordoc. aspx?i=11126

Promising Practices in Humanities PhD Professional Development 15 Humanities Indicators. (2014). Median number of years spent by Ph.D. recipients in their doctoral programs, by field, graduation years 2003–2012. Indicator II-15a. Cambridge, MA: American Academy of Arts and Sciences. Retrieved from http:// www.humanitiesindicators.org/content/indicatorDoc.aspx?i=49 Lay, J. (2017). NEH Next Gen Planning Grant: White paper. Lehigh University. Lyon, S. (2017). Next Generation Humanities PhD white paper. Careers beyond the Professoriate, College of Arts and Sciences, University of Kentucky. Mason, M. A., Goulden, M. & Frasch, K. (2009, Jan/Feb). Why graduate students reject the fast track. Academe 95 (1), 11–16, 3. Matthew, P. A. (2017, March 30). Putting Written/Unwritten to work. Webinar presentation. Montclair State University, Montclair, NJ. Monk, J. J., Foote, K. E., & Schlemper, M. B. (2012). Graduate education in US Geography: Students’ career aspirations and faculty perspectives. Annals of the Association of American Geographers, 102(6), pp. 1432–1449. National Endowment for the Humanities (NEH). (2016). Next Generation Humanities PhD Implementation Grants announcement. CFDA Number: 45.130 Retrieved from http://www.neh.gov/files/grants/next-generation-humanities-phd- implementation-grants.pdf National Research Council of the National Academies. (2012). Assessment of research doctorate programs. Washington, DC: National Academies Press. Nowviskie, B. (2012, January 8). two and a half cheers for the lunaticks. Bethany Nowviskie. Retrieved from http://nowviskie.org/2012/lunaticks/ Pennsylvania State University. (2017). NEH Next Generation PhD white paper. Plassmann, F. (2017). White paper: NEH Next Generation Humanities PhD Binghamton University. Princeton University. (2017). NEH Next Generation Humanities Ph.D. Planning Grant: Final white paper. Rogers, K. (2013). Humanities unbound: Careers & scholarship beyond the tenure track. Scholars’ Lab. Charlottesville, VA: University of Virginia Library. Retrieved from http://scholarslab.org/research-and-development/humanities-unbound- careers-scholarship-beyond-the-tenure-track/ Sayre, M. B., Brunner, M., Croxall, B., and McGinn, E. (2015). Toward a trackless future: Moving beyond “alt-ac” and “post-ac.” in The Process of Discovery: The CLIR postdoctoral fellowship program and the future of the academy. J.C. Maclachlan, E. A. Waraska, and C. Willford, eds. pp. 103–123. Washington, DC: Council on Library and Information Resources. Retrieved from http://www.clir.org/pubs/ reports/pub167/pub167.pdf#page=109 Smith, S. (2017, April 22). Keynote address. Dr. Who?: A careers conference for professional humanists. Binghamton University, State University of New York, Binghamton, NY. As cited by danacmcclain (2017, April 22). Dr. Sidonie Smith on transforming doctoral education: creating a “Repertoire of Possibilities.” #nextgenphd. [Twitter post]. Retrieved from https://twitter.com/danacmcclain/ status/855847665707495425 Sauermann, H., & Roach, M. (2012). Science PhD career preferences: Levels, changes, and advisor encouragement. PLoS ONE, 7(5), e36307. doi:10.1371/journal. pone.0036307

16 Promising Practices in Humanities PhD Professional Development